TDNet Discover

The purpose of this action research study is to develop and evaluate inclusive recruitment strategies addressing the underrepresentation of male teachers in pre-secondary education classrooms for faculty and school leaders at Trinity Christian School in Indianapolis, Indiana. For the utility of this study, inclusive recruitment addressing male teacher underrepresentation will be generally defined as leadership-driven organizational practices that intentionally expand access, belonging, and sustainability of diverse educators within faith-based school settings. Transformational leadership theory, integrated with role congruity theory, is the guiding basis for this research project. These two theories are integrated because, together, they help to explain how leadership behavior impacts workplace culture, while gendered social norms impact the ability of individuals to work as teachers. A mixed-methods design will help answer the primary research question for this project: How can leadership practices and organizational strategies be implemented to improve inclusive recruitment and retention of male teachers in pre-secondary classrooms at Trinity Christian School? The study will occur in a private, faith-based K-12 school with approximately 200 students and eligible faculty and staff for voluntary participation purposes. Data collection will be done through a confidential staff survey, semi-structured interviews, and by reviewing recruitment artefacts. Quantitative data will be analyzed using descriptive statistical techniques to identify trends of leadership, culture, and intention to remain as a teacher, while qualitative data will be analyzed using thematic analysis to identify recurrent themes for recruitment, belongingness, and gendered expectations. Findings will assist in creating leadership-driven recruitment initiatives, provide insight into building a supportive organization culture in faith-based education, and offer a replicable framework to strengthen inclusive recruitment and retention of teachers.